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Poverty and Parenting: Initial Findings PSE 2012

Poverty and Parenting: Initial Findings PSE 2012. Esther Dermott University of Bristol Marco Pomati University of Cardiff Esther.Dermott@bristol.ac.uk PomatiM@cardiff.ac.uk. Third Peter Townsend Memorial Conference Poverty and Social Exclusion in the UK. Overview. Parenting Culture

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Poverty and Parenting: Initial Findings PSE 2012

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  1. Poverty and Parenting:Initial Findings PSE 2012 Esther Dermott University of Bristol Marco Pomati University of Cardiff Esther.Dermott@bristol.ac.uk PomatiM@cardiff.ac.uk Third Peter Townsend Memorial Conference Poverty and Social Exclusion in the UK

  2. Overview • Parenting Culture • Parenting in Political Context • Parenting and Poverty • Measures of parenting • Data - Relationship with poverty, education and time • Conclusions

  3. Parenting Culture • Increased profile of parenting: ‘tiger mothers’ feckless fathers’, ‘helicopter parents’ • Intensive motherhood (Hays 1996) • Paranoid parenting (Furedi 2001)

  4. Parenting in Political Context • Cycle of deprivation (1970s) • Focus on family structure (1980s) • Shift to parenting practices (1990s) • Individualised discourse (current)

  5. Parenting versus Poverty “the right kind of parenting is a bigger influence on their [children’s] future than wealth, class, education or any other common social factor” (Allen2011: pxiv) “It is family background, parental education, good parenting and the opportunities for learning and development…that together matter more to children than money” (Field 2010:p5) Troubled Families programme (launched 2011). Directed at 120,000 families with ‘troubled and chaotic lives’

  6. Measuring Parenting “We all know what good parenting looks like” (David Cameron 2010) Parenting includes: Parenting style Quality of parent-child relationship Direct parent-child activities General caring activities

  7. Parenting Practices “Activities that parents undertake with their child(ren) which have a positive effect on their development, such as reading with their child, teaching songs and nursery rhymes, painting and drawing, playing with letters and numbers, visiting the library, teaching the alphabet and numbers, and creating regular opportunities for them to play with their friends at home” (Field 2010:93) Five “small, manageable steps”: Talk to your child (with the television off) for 20 minutes; play with your child on the floor for 10 minutes; read to your child for 15 minutes; provide good nutrition; offer positive praise (Paterson 2011:6)

  8. Parenting Practices Education: Reading Homework Attend school parents’ evenings Leisure: Television Sports Games Food: Family meals Every Day Most Days Never Some Days

  9. Influences on Parenting Practices Poverty Income poverty (< 60% median) Subjective assessment of poverty Education Educational qualifications Time Employment status (anyone unemployed / all adults inemployment) Perceived time pressure

  10. Frequency of Parenting Practices n = 1667

  11. RR

  12. Latent Class Profiles

  13. Conclusions • No evidence for group of parents who fail to participate in high profile parent-child activities • Rethink assumptions about existence of group of ‘poor parents’ doing ‘poor parenting’ • Focus analysis on the top of the social scale and the ‘unusual’ practices of these parents

  14. Poverty and Parenting:Initial Findings PSE 2012 Esther Dermott University of Bristol Marco Pomati University of Cardiff Esther.Dermott@bristol.ac.uk PomatiM@cardiff.ac.uk Third Peter Townsend Memorial Conference Poverty and Social Exclusion in the UK

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